Winter 2007
21
Are you willing to relocate? Recruiting the college
student in today’s mobile work environment
by Richard E. Buehrer, Michael A. Mallin &
Deirdre E. Jones
Willingness to relocate is just one factor that companies use to profile the ideal employment candidate. While most of the
relocation literature focuses on the relocation of current employees, this exploratory study investigates the issue through
the eyes of the recent marketing college graduate. Marketing students were surveyed relative to their attitudes toward
relocation. Eight demographic variables and twelve attitude statements were studied to explore the ability to predict
students’ willingness to relocate. The findings show a student’s level of activity in campus organizations, marital status, and
several attitudes relative to promotion and success are predictors of marketing students’ willingness to relocate.
Introduction
The demographic makeup of the American
workforce is cause for concern among human
resource managers who are responsible for
recruiting, selecting, and hiring for marketing
and sales positions. First off, a vast majority of
business students enter the workforce as
salespeople (Stevens & Kinni 2007).
Furthermore, the growth in the number of nonretail salespeople is expected at a rate of 7%19% through 2014, faster than any other sector
(U.S. Department of Labor Bureau of Labor
Statistics 2006). Second, the oldest of the Baby
Boomer workers (those born between 1946 and
1964) are turning 60 years of age and are racing
towards retirement at a rate of 7,918 per day
(Administration on Aging/Department of
Health and Human Services 2006). Third, the
estimated 53 million members of the Millennial
generation (born between 1981 and 2002
(Bartlett 2005), are the prime replacement
marketing and sales targets and are not large and
geographically disperse enough to fill the needs
of the retiring Baby Boomer workforce.
In recognition of these problems, business
colleges are busy preparing their graduates to fill
the shoes of retiring workers.
Likewise,
recruiters are drawn to campuses in pursuit of
students who are skilled in the areas best suited
to fill job their job vacancies. Listen in on any of
these job interviews and you are likely to hear
the question, “Are you willing to relocate?” This
simple inquiry sends chills of uncertainty
through college recruiters and graduating college
students alike. This is because hiring entry level
workers who are open to relocation is
increasingly important to recruiters, yet little is
understood in the way of being able to identify
these recruits. What is designed a qualifying
interview question still remains ineffective at
identifying entry-level candidates who are willing
to pack their bags to pursue a career away from
home. As one Fortune-100 recruiter puts it, “…
students will answer the question about
relocation with a yes … mainly because they like
to travel, want to see new things, or want to get
away from where they grew up. Upon deeper
questioning, the student really hadn’t thought it
through seeing that they will have to make an
effort to make (new) friends, join a health club,
and get involved so that they have a life, not just
a job, in the new community…”
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Journal of Selling & Major Account Management
To address the problem, this research explores
the relationship between college students’
attitudes toward relocation and their stated
willingness to relocate. We explore this in the
business domain by predicting a marketing
major’s stated willingness to relocate based on
both demographic and attitude data. This
research is important to recruiters since gaining
an understanding of this relationship may aid in
identifying, interviewing, and selecting the right
recruits to meet firms’ long-term employment
needs. For business faculty and career services
professionals, such knowledge can enhance the
process of connecting students with recruiters
with specific job location needs. For all involved
in the placement, recruitment, and selection
process, this may be a needed step in the
matching of college graduates to satisfying and
long-term careers.
Background
A vast amount of research can be found in the
social science literature regarding issues,
problems and concerns expressed by HR
professionals regarding the willingness of their
current work force to relocate. However, there
is little empirical data regarding the willingness
of prospective workers to relocate, in particular
college students post graduation. Findings of
relocation studies conducted on employers’
existing work force (Frank 2000; Hendershott
1995; Reimer 2000; Stroh 1999; & Wong 1999)
reveal that responsibility for elderly parents,
number of previous moves, attitude toward the
destination, involvement in the community,
career motivation, and perceived stress
associated with a move are all attitudinal factors
impacting a worker’s willingness to relocate.
Demographic factor research in the relocation
literature exists but provides mixed findings.
Northern Illinois University
Studies on age suggest two competing
paradigms. The first theory is that older workers
are less willing to relocate because they are more
established in their career, family, and geographic
area than a younger worker (Gould & Penley
1985; Mobley 1982; Brett & Werbel 1980).
Alternatively, older workers are more willing to
relocate because of their investment of time
committed to their organizations (Meyer & Allen
1984). This suggests that age alone is not a
primary factor influencing a worker’s willingness
to relocate (Stroh 1999). Research on gender as
a factor suggests that females are usually less
willing to relocate because they associate
relocation with family conflict (Breen 1983).
However, females often move for their spouse's
relocation (Markham et al. 1983; Markham &
Pleck 1986) unless they are the primary provider
of financial support. Stroh (1999) points out
that measuring the difference between
willingness to relocate based on gender is
difficult because typically men are offered more
opportunities for relocation than women. This
implies that female (relocation) subjects are
fewer and the data is skewed based on gender.
Relative to family factors, Hall and Hall (1978)
found that a significant number of relocation
offers are turned down because of lack of
spousal support or concern for the children's
well being. The presence of children makes an
employee less likely willing to relocate (Hall &
Hall 1978), unless a substantial pay increase was
involved (Araji, 1983) or the children were older
(Turban et al. 1992).
The research here is
somewhat mixed as some studies have found a
strong positive link between marital status and
willingness to relocate (Araji 1983; Brett & Reilly
1988) while others have found that married
women are less likely want to relocate than
married men (Gaylord 1984). A study by Gould
Academic Article
and Penley (1985) suggests that when both a
husband and wife are employed, both parties
would be more willing to relocate for each other.
Gould and Penley (1985) cite that dual income
households have more money to finance a move.
Other studies found that when traditional gender
roles are assumed, families may be more willing
to relocate (Lamont & Wuthnow 1990; Bielby &
Bielby 1992). Traditional gender roles mean that
a wife is more willing to move to accommodate
her husband’s career. On the contrary, many
studies have found that employees with
employed spouses are less willing to relocate
(Brett & Reilly 1988; Bielby & Bielby 1992;
Lichter 1982; Martin & Roberts 1984). A move
has to be financially worthwhile to counter the
employed spouse’s income. In particular, a
woman will be less willing to relocate for her
husband’s career if she is very involved in a
career of her own.
Attitudes Toward Relocation
Workers’ attitudes may impact their stated
willingness to relocate for their jobs. Two
theories useful for understanding an individual’s
attitude toward a particular behavior are the
theory of reasoned action (Fishbein & Ajzen
1975) and theory of planned behavior (Ajzen
1991; Fishbein & Ajzen 1975). The first theory
suggests human behavior is predicated on an
individual’s attitude toward the behavior, that is, “an
individual’s positive or negative feelings about
performing the target behavior”. Attitudes
toward a behavior are predicated on an
individual’s belief system and the perceived
importance one places on the combined set of
these beliefs (Fishbein & Ajzen 1975). Such
beliefs may be formed based on childhood
experiences (e.g., children of parents who move
a lot) or adult career modeling (e.g., one’s family
moved frequently to advance a parent’s career)
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(Dette & Dalbert 2005). According to the
theory of planned behavior, subjective norms are
also considered in the formation of behavioral
intentions. Such norms are people’s beliefs
about how other people they care about (e.g.,
friends and family) will view the behavior in
question. This was reinforced by the research of
Kracke (1997) who found that parents play a
major role in the decision-making process of
their children. In the context of relocation, a
worker may form a negative attitude about
moving based on the belief that a family member
may require them to remain nearby (e.g., “I
anticipate my parents requiring my care within
the next five years”).
Likewise, friends and
spousal attitudes toward moving may serve to
capture normative influences (Brett & Reilly
1988). For example, a worker who has a positive
attitude about the relocating may indicate so by
the attitudinal statement, “most of my friends
will relocate for careers after graduation.”
One’s attitude toward the destination may shape his/
her willingness to relocate. A worker who has a
positive attitude about the destination and has
some familiarity with the area is likely more
willing to relocate than one who is unfamiliar
with the new territory (Carruthers & Pinders
1993). Likewise, studies have indicated that
negative attitudes toward relocation may be
formed when the relocation destination is
viewed as dissimilar to what the individual
considers “home” (Vardi 1977). According to
Riemer (2000), the concept of home is more
than just a physical location or house rather it is
a more all-inclusive concept. Home is an area
where people identify themselves relative to
childhood memories and feelings of belonging.
When someone moves, he/she is losing a part of
him/herself; a major part of him/her is
changing. To these people, relocation signifies a
Vol. 7, No. 1
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Journal of Selling & Major Account Management
new beginning (Riemer 2000). An example of an
attitudinal statement here is, “I want to relocate
to an area that is similar to what I consider
home.”
One’s sense of career development and advancement
may also serve to form attitudes toward
relocation. A worker may view relocation a
necessary part of being successful in the job or
advancement of one’s career. Such attitudes
form as early as high school (e.g., “I am
preparing for a career that may require me to
relocate”). Feeling the pressures to enter the
workforce, adolescents may choose careers
requiring them to move to colleges that are away
from their homes (Dette & Dalbert 2005).
According to the American Council on
Education (2004) of those who go to college,
18% moved more than 50 miles and 35% moved
101-500 miles from their permanent home. This
is evidence that one’s attitudes toward career
development and advancement play a role in
willingness to relocate.
Given this background, we can begin to
understand the factors that may be considered
when predicting one’s willingness to relocate.
Understanding such factors can be a powerful
recruitment and selection tool for employers.
Unfortunately, there are few, if any relocation
studies that focus on the business college student
or recent business graduate as its subject and
their attitudes toward relocation. Therefore, we
use this as a platform to advance the existing
literature by addressing the following questions:
What are some of the demographics that can be
used to profile a business college student who is
willing to relocate?
What attitudes towards relocation are likely to
predict that a business college student is willing
to relocate?
Northern Illinois University
Methodology
Sample and Data Collection
Junior/senior level, full-time, students were
solicited based on a convenience sample from
six major universities located in the eastern half
of the United States. Each of these universities
expressed an interest in better understanding the
issue of students’ willingness to relocate after
graduation. The majority of these students were
marketing majors and/or students with a strong
interest in professional sales as a career choice.
This group was of particular interest because
careers in marketing and sales are more often
associated with relocation than careers in other
business fields (Brett and Werbel 1980). The
population studied represented a mix of
commuter and residential students with the
majority of students (72%) being in their senior
year of college. Three hundred and thirteen
students were given an in-class survey, producing
238 usable responses, which resulted in a 76%
response rate.
Seventy-five surveys were
eliminated from the sample because of missing
or incomplete responses.
Survey Instrument
Prior to full deployment, a survey was developed
and pretested using a small sample of college
students at one pre-selected university. Changes
to the survey were made to address instruction
clarity and length issues. After a redraft, the
survey was distributed to students at six major
universities who agreed to participate in the
study. Directions were given orally to the
respondents during class time. The only specific
directions given were regarding the definitions of
relocation and home. Relocation was defined as
either initially accepting a job (at least 100 miles)
away from the perceived “home”, or accepting a
job near (within 100 miles) “home”, and then
Academic Article
being relocated. The student based on what he/
she considered to be home defined “home”.
Subjects were asked to keep their definition
consistent throughout the survey. No other
directions were given. Next, the administrator
orally explained the confidentiality of the survey.
To ensure confidentiality, the students inserted
their own surveys into an envelope so that the
administrator could not see any personal data.
Sample items from the survey questionnaire are
included in the paper’s appendix (shown on
page30 following this article). Subjects were
asked: “Would you be willing to relocate (move
more than 100 miles from what you consider to
be your home) in order to fulfill your work plans
upon graduation?”
The response to this
question was either “yes”, “no”, or “don’t
know”.
Next, the survey measured eight
demographic variables: home distance from
university, campus activity level, gender, age,
marital status, spousal employment, presence
(and number) of children, and grade point
average. Home distance from university is the
number of miles a student lived away from
“home” while pursuing an undergraduate degree.
Campus activity level is the degree of involvement
that a student has with campus organizations;
participants were given four self selected levels
to choose from (1 = uninvolved to 4 = very
active). This demographic variable was chosen
because moderate to higher levels of
involvement in campus organizations may
indicate a student’s ability and willingness to
adapt to and forge new relationships. Relocation
to a new environment would require the desire
and ability to make new friends, establish
relationships with colleagues, and exercise
leadership skills. Grade point average was chosen
because some recruiters use it as a selection tool
to find the “top” academic students. It may be
Winter 2007
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reasonable to assume that students with higher
grade point averages might have more job offers
(Barr and McNeilly 2002). Having more job
offers gives the student more choices to decide
on whether he/she is going to relocate.
Conversely, students with lower grade point
averages might have fewer job offers and fewer
choices about relocation. Other demographic
variables included: gender = male or female, age =
years a person has lived, martial status = single/
divorced or married/engaged, spousal employment
= yes or no, and the presence of children is the
number and ages of children that a respondent
may have.
Students were then asked to respond (yes or no)
as to their agreement with twelve statements
reflective of their attitudes toward relocation for
a job upon graduation. These statements were
developed to capture their relocation attitudes
relative to their: friends/family, career, and
sense of home.
Analysis and Results
Sample descriptive statistics profiling the mean,
standard deviation, and correlation among the
demographic variables are illustrated in Table 1
(shown on page 26). In order to address the
objectives of the study, separate binary logistic
regression analyses were performed in order to
predict (student relocation) group membership
(Malhotra 2006) based on both demographic and
attitude statement variables. To do so, the
binary response (dependent) variable was
willingness to relocate (yes = 1 = 175 cases, no
= 0 = 63 cases).
Table 2 (shown on page 26) illustrates the results
of the demographic predictors. Here, two of the
eight predictors were significant. These were:
active in campus organizations (b = .382, p < 05) and
marital status = single/divorced (b = 1.995, p
Vol. 7, No. 1
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Journal of Selling & Major Account Management
Table 1
Means, Standard Deviation, and Correlation among Variables
Variable
Mean
1
2
3
4
5
6
7
0.67
0.47
139.10
456.88
.064
1
3 Level Activity in Campus Orgs.
2.34
1.02
.119
-.019
1
4 Gender = male
0.46
0.50
.035
.149*
-.080
23.07
4.75
-.058
.121*
-.272**
6 Marital Status = single/divorced
0.81
0.39
.194**
-.011
.155*
.060
-.386**
1
7 Spouse Employed
0.86
0.35
.175**
-.019
.161**
.071
-.381**
.979**
8 Number of Children
0.13
0.51
-.006
-.067
-.251**
.013
.408**
-.444**
9 Grade Point Average
3.10
0.41
-.016
.100
.212**
-.007
1 Willingness to Relocate
2 Home Distance from University
5 Age
*
Std Dev
8
1
1
-.042
1
-.107
.092
1
-.426**
.104
1
-.020
Correlation is significant at the p < .05 level (2-tailed)
** Correlation is significant at the p < .01 level (2-tailed)
Table 2
Demographic Predictors of Students’ Willingness to Relocate Logistic
Regression Results a
Predictor Variables
Beta coef.
Std. error
P-value
Home Distance from University (miles)
.000
.000
.407
Active in Campus Organizations
.382
.169
.024*
Gender = Males
.344
.323
.287
Age (years)
-.009
.035
.795
Marital Status = Single/Divorced
1.995
1.026
.049*
Spouse/Fiance Empployed = Yes (if married)
.754
1.027
.463
Number of Children
.596
.338
.078
Grade Point Average
-.589
1.955
.905
a
Hosmer and Lemeshow Model Fit Test: chi-square = 5.494 (sig = .704)
Overall Percentage of cases correctly predicted = 76.9
N = 238 *p<=.05
Northern Illinois University
Academic Article
Table 3
Winter 2007
27
Attitude Predictors of Students’ Willingness to Relocate Logistic
Regression Results a
Attitude (agree with the following statements)
Beta coef. Std. error
P-value
“Its is more likely that I will have to relocate because I have a college degree.”
1.248
.456
.006**
“I anticipate my parents requiring my care within the next five years.”
-2.120
.662
.001**
“I want to relocate to an area that is similar to what I consider home.”
.512
.376
.172
“I am preparing for a career that is often associated with relocation.”
1.087
.415
.009**
“There are realistic alternatives to relacation.”
-.797
.504
.114
“I would no relocate for a career if the salary was too low.”
-.287
.469
.541
“I think that relocation is necessary for me to be successful in my career
1.493
.495
.003**
“I have given or would give dishonest answers about relocating in a job interview.”
-1.200
.600
.045*
“Most of my friends will be relocating for jobs during their lifetime.”
-.177
.432
.681
“My parents had to relocate for jobs during their lifetime.”
.481
.419
.251
“There are not many job opportunities in my career field near my home.”
.292
.421
.487
“Employees who turn down relocation offers are less likely to be promoted and are
considered less committed to the company.”
.692
.382
.070
a
Hosmer and Lemeshow Model Fit Test: chi-square = 2.866 (sig = .942)
Overall Percentage of cases correctly predicted = 81.1
N = 238 *p<=.05
88p<=.01
<= .05). Overall, this model predicted correctly
76.9% of the cases with a reasonable Hosmer
and Lemeshow Model Fit Indicator (chi-square
= 5.494, sig. = .704). The Hosmer and
Lemeshow Model Fit Test measures the
correspondence of the actual and predicted
values of the dependent variable. In this case,
better model fit is indicated by a non-significant
chi-square value depicted by smaller chi-square
and larger significance values (Hair et al. 1998).
Table 3 provides the attitudes expressed by
students as predictors of willingness to relocate.
Overall, this model predicted correctly 81.1% of
the cases with a good Hosmer and Lemeshow
Model Fit Indicator (chi-square = 2.866, sig.
= .942). The five significant attitude statements
predicting membership in this group were:
“It is more likely that I will have to relocate because I have
a college degree” (b = 1.248, p < .01)
“I anticipate my parents requiring my care within the
next five years” (b = -2.120, p < .01)
“I am preparing for a career that is often associated with
relocation” (b = 1.087, p < .01)
“I think that relocation is necessary for me to be
successful in my career” (b = 1.493, b < .01)
“I would give dishonest answers about relocating in a job
interview” ( b = -1.200, b < .05)
Discussion and Implications
Contrary to some of the existing relocation
literature (Breen 1983; Gould & Penley 1985;
Mobley 1982; Brett & Werbel 1980), several
demographic variables such as gender and age are
Vol. 7, No. 1
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Journal of Selling & Major Account Management
not significant predictors of willingness to
relocate. One explanation for this is that our
sample differs from that traditionally used in
relocation research (i.e., more mature workers).
Our sample of marketing students are likely
younger, with little variation in age, and have
relatively fewer family ties, household
belongings, and childcare responsibilities. At
this age, younger men and younger women likely
share such life stage attributes equally. Thus,
there is little reason to believe that age and
gender account for differences in willingness to
relocate among our student sample. It was also
interesting to note that home distance (miles)
from the university was not a significant
predictor of relocation willingness. One reason
for this finding may stem from our sample
consisting primarily of students with a strong
interest in professional sales as a career choice.
Based on the belief that these future salespeople
have in that they are preparing for a career that is
often associated with relocation, distance from
home is less of a significant issue. It is
explainable that differences in willingness to
relocate are predicted by level of activity in campus
organizations and marital status being single/
divorced.
Moderate to higher levels of
involvement in campus organizations is
indicative of a student’s ability and willingness to
adapt to and forge new relationships. Relocation
to a new environment would require the desire
and ability to make new friends, establish
relationships with colleagues, function in a team
setting, and exercise leadership skills. Also
consistent with the relocation literature (Araji
1983; Brett & Reilly 1988), being single or
divorced allows for flexibility and freedom from
many of the responsibilities that would normally
be a deterrent to relocation.
Some of the significant attitudes found to
predict a marketing student’s willingness to
relocate provide interesting insight into how the
student views relocation relative to the impact
on their family, the recruiting process, and
ultimately success in a career. Those indicating a
willingness to relocate feel that their parents will
not require their care within the next five years.
As a significant attitude, this indicates that the
impact on family is a major relocation
consideration. Relative to the recruiting process,
those willing to relocate indicated that they
would be truthful with a recruiter when asked
about their relocation propensity. This may be
indicative of the honesty and integrity values
instilled upon them from their parents and
friends. This may also be evidence of sound
ethical guidance and counsel emanating from the
business schools where they studied. Several of
the significant attitudes were related to the
students’ view of career success.
College
students believe that relocation is necessary to be
successful in their career and that by nature of
earning a college degree, they will likely have to
relocate. It is possible that these beliefs are
based on the feeling that in today’s global
competitive marketplace, firms will seek to hire
and promote workers that demonstrate
adaptability as well as capability. Replacing
workers is costly, so the individual willing to
relocate may be viewed as an extremely valuable
resource to acquire and retain.
Based on the results of this study, we can begin
to infer that a marketing student’s willingness to
relocate can be profiled. The profile that has
emerged from this exploratory study can be
summarized by suggesting that an undergraduate
marketing student will be willing to relocate if
he/she:
1. Is active in campus organizations
Northern Illinois University
Academic Article
2. Is single/divorced
3. Has parents who will not need care within 5
years
4. Believes that he/she will have to relocate
having received a college degree
5. Believes that he/she is preparing for a career
often associated with relocation
6. Believes that relocation is necessary for a
successful career
The implications of this study are important to
marketing students nearing graduation, corporate
recruiters/human resource managers, and
marketing faculty. For students approaching
graduation (as well as recent college graduates),
this study can be useful in understanding and
validating their own personal feelings towards
job relocation. Such introspection can confirm a
decision to accept a job offer that requires them
to move. For corporate recruiters and human
resource managers, these findings may be used
to supplement answers to questions about job
relocation from students. For example, most
recruiters place value on experience out of the
classroom such as teamwork and leadership
positions within university organizations (Barr
and McNeilly 2002; Taylor 2003). Whereas
studies have shown that students reporting less
free time perform better academically (Ackerman
and Gross 2003), recruiters may wish to probe
further to gather information about students’
level of campus activity. Although an applicant
might say he/she is willing to relocate, a lack of
involvement in activities outside of the
classroom might suggest that the student will
experience challenges acclimating to a new
physical environment. Research studies have
also suggested that marketing academics can
advise and help prepare students for careers in
Winter 2007
29
marketing (see Craig and Bridges 2005;
Chapman and Avila 1991; Goldhehn 1989;
Turley, Shannon, and Miller 1993). Faculty
involvement here should include helping
students set realistic relocation expectations for
their jobs. This may include advising them on
company needs (to relocate employees) and ways
to cope or adapt to new environments.
Conclusion
“Are you willing to relocate?” This important
question posed during a job interview may
trigger feelings of doubt, indecision, and
insecurity for both corporate recruiters and
graduating students during the employment
decision-making process. During our research,
such uncertainty was confirmed by corporate
recruiters, one who openly commented “…I
have found that recent college graduates say they
don’t mind relocating, practically anywhere, but
then down the road they usually want to return
to an office closer to home…” Our research
may serve recruiters here by helping them to
better understand the student demographic and
attitude factors of those students truly willing to
relocate. The findings of our study extend the
extant relocation research while providing a
practical tool for recruiters to supplement their
interviews and intuition. A limitation of our
study stems from our respondents’ concept of
home. We allowed each student to self-define
home (as long as s/he kept this definition
consistent throughout the survey). Based on this
definition there was the possibility that “home”
took on various meanings (e.g., parent’s home,
home-town, etc.) Subsequent research on this
topic might provide for a specific definition of
home for subjects to base their survey responses.
A second limitation and cautionary note for
managers is that some interview questions could
be illegal if they are designed to reveal an
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Journal of Selling & Major Account Management
applicant’s age, sex, race, religion, and national
origin. During the live interview, such illegal
questions should not be asked. However, if such
information is either apparent (e.g., gender and
age range) or volunteered (e.g., marital status),
the research here may provide additional insight
as to whether a student might be willing to
relocate for a job.
Further research on this topic might test for
differences between groups of college students
based on major area of study and academic
program level (i.e., undergraduate versus
graduate). Also, another possible influence on
willingness to relocate may stem from family
history of relocation (i.e., my family relocated
several times during my childhood). Further
study on this topic could include questions
relative to such family history. Seeing that the
basis for this study is classifying individuals as
“willing to relocate”, a logical extension to this
research is the development and testing of a
scale measuring propensity to relocate. Doing so
would enable us to measure the level of one’s
relocation willingness. Such continued research
to understand job candidate relocation
tendencies remains a much-needed aid to
employers in their struggle to attract and retain
human resources in an increasingly competitive
global marketplace.
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Richard E. Buehrer Ph.D. is the Director & Professor of
the Edward H. Schmidt School of Professional Sales in the
College of Business Administration at The University of Toledo.
He is the recipient of the University of Toledo Outstanding
Teacher Award, the College of Business Administration DeJute
Memorial Undergraduate Teaching Award and the Sigma Phi
Epsilon Outstanding University teaching Award. He received
his MBA and Ph.D from the University of Toledo. His
publications have appeared in the Journal of Personal Selling &
Sales Management, Journal of Business and Industrial
Management, Industrial Marketing Management, HR Advisor
and HR International.
Michael Mallin Ph.D. is an Assistant Professor at The
University of Toledo’s Edward H. Schmidt School of
Professional Sales. He holds a Ph.D. in Marketing from Kent
State University, an MBA from The University of Dayton, and
a BS in Computer & Information Sciences from The Ohio State
University. Dr. Mallin teaches and researches in the area of sales
and sales management. His research interests include salesforce
leadership, motivation, and performance issues. Prior to joining
the University of Toledo, Dr. Mallin’s industry experience
includes positions as Sales Director for The SBC Corporation,
Sales & Marketing Manager, and Account Executive for
AT&T Corp.
Deirdre E. Jones is the Interim Assistant Director of the
Edward H. Schmidt School of Professional Sales in the College
of Business at The University of Toledo. She holds a BBA in
Marketing and an MBA in Information Systems from the
University of Toledo. Prior to joining UT, Ms. Jones was an
Account Executive at WTA Consulting.
Academic Article
Winter 2007
33
Appendix
Sample Questionnaire Items
Would you be willing to relocate (move more than 100 miles from what you consider to be your “home”) for a job
after graduation?
___ yes
___ no
___ don't know
Please check “yes” or “no” for each statement.
yes no
___ ___ It is more likely that I will have to relocate because I have a college degree.
___ ___ I anticipate my parents requiring my care within the next five years.
___ ___ I want to relocate to an area that is similar to what I consider “home”. (size, etc.)
___ ___ I am preparing for a career that is often associated with relocation.
___ ___ There are realistic alternatives to relocation.
___ ___ I would not relocate for a career if the salary were too low.
___ ___ I think that relocation is necessary for me to be successful in my career.
___ ___ I have given or would give dishonest answers about relocating in a job interview.
___ ___ Most of my friends will be relocating for careers after graduation.
___ ___ My parents had to relocate for jobs during their lifetime.
___ ___ There are not many job opportunities in my career field near my "home."
___ ___ Employees who turn down relocation offers are less likely to be promoted and are considered less
committed to the company.
How far away did you live from this university before you started your undergraduate program? ___ miles
I have been _________ in campus organizations during my undergraduate years.
___ very active
___ relatively inactive
___ fairly active
___ uninvolved
Please indicate your sex.
___ male
___ female
Please indicate your age in years. ___ years
Marital status.
___ married
___ divorced
___ single
___ single but engaged
If married or engaged, is your spouse/fiancé employed?
___ yes
___ no
___ not applicable
Do you have children?
___ yes
___ no
If yes, how many children do you have and what are their ages?
___ number of children
______ ages of children
To date, what is your cumulative grade point average?
___ GPA (example 3.2, 2.7, 1.3, etc.)
Vol. 7, No. 1